Sujeitos e dispositivos de disciplinamento no cotidiano da escola

Abstract

The aim was to investigate and analyze the issues that arise in the daily life of the school and to understand how disciplinary processes occur. Based on this premise, this dissertation adopts the general objective of analyzing student behavior within the context of power relations in the school institution. Specific objectives include: identifying the main forms of manifestation of power relations between students and teachers; investigating how norms influence student behavior; analyzing the impact of power relations on the construction of student identity; and evaluating the role of pedagogical and administrative practices in the school institution, broadening the understanding of the subject. To this end, this research is specified through the production of two articles and an educational product. The first article consists of the theoretical framework, where a discussion anchored in the works of Foucault is carried out, offering valuable insights into the processes of subjectivation, allowing for a more comprehensive and rich analysis of power dynamics in the school environment. The second article consists of exploratory qualitative research, with data collected in three schools in southern Minas Gerais. A questionnaire containing twenty-four structured questions was used. Sixty students from three state schools participated, totaling an average of 20 students per school. A discussion was held to understand and identify the disciplinary processes existing in the school institutions. For the analysis of the results, we will use the rules presented by Bardin. Within this analytical framework, we detail the power relations existing in the aforementioned schools, highlighting and describing the devices and constituents of subjectivities. This research is justified by the need to understand how the subjects that make up the school (students, teachers, supervision, and administration) behave and relate to each other, seeking discussions to perceive their importance in the processes of socialization of knowledge, ethical and political values for students. In the third part, we present an educational product, which is a training proposal for the school's pedagogical team, based on the concept This educational product, a methodological guide for a teacher training workshop entitled "Power, Dialogue, and Pedagogical Practice," is aimed at teachers, specialists, and school administrators. It was developed to foster critical and collaborative reflections on power relations present in daily school life and their implications for the construction of pedagogical practices. This guide proposes to be an instrument for dialogue, knowledge sharing, and the re-signification of teaching as a political, ethical, and transformative act. The lack of training related to this theme often generates social reproduction, which causes class prejudice, gender bias, oppressive relationships, and authoritarianism. These are, therefore, propositions that permeate the development of this research, and we hope to contribute to knowledge about the school institution and its formative and political function in contemporary society.